Bridging green analytical chemistry and secondary education: Textbook analysis, framework development, and case examples from China

The pressing demands of sustainable development, coupled with ongoing curriculum reforms, call for an eco-conscious transformation of laboratory teaching in secondary chemistry, with the incorporation of green analytical chemistry (GAC) serving as a key pathway. Existing textbooks, however, treat GAC concepts in a fragmented manner, offer scarce explicit guidance, lack process-oriented instructional strategies, and provide weak support for classroom implementation. To address this gap, the present study developed a green experimental design framework rooted in GAC and education for sustainable development. A comparative content analysis was conducted on three widely adopted Chinese textbook series (PEP, JEP, SEP) covering both junior and senior secondary levels for the period 2019–2025. The findings show that while certain green features, such as reduction, miniaturisation, and low-pollution practices are present, systematic integration and pedagogical scaffolding remain notably insufficient. The central contribution of this work is a holistic, whole-process framework that spans raw materials, apparatus, procedures, detection, waste treatment, and green evaluation, complemented by exemplary case designs. This research offers a practical point of reference for textbook development, the reform of laboratory teaching, and the cultivation of students’ environmental responsibility and green thinking within secondary chemistry education.